North Texas Institute for Educators on the Visual Arts newsletter, September 1991 Page: 3 of 12
This periodical is part of the collection entitled: D. Jack Davis Art Education Collection and was provided to The Portal to Texas History by the UNT Libraries Special Collections.
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Third Grade: Barbara Renick, Teacher
A i ASSR aM
ART ROOM
r'1 AS ;ROOM
Read Tie Important Biook by Margaret
Wise trown. tach studenLt will wri te
his/her own page and draw a self-
portrart. for a class book. The teacher
wi I I write and draw a page for the hookRead "Art and Man" issue about Grandma
Moses. Discuss favorite memories of
students. Each student will draw
his/her favorite memory and show
himself/herself in the drawing.Ory 2 Look aL and discuss self -por traits by Continue iTeory pictures. Discuss
Iamous artists. IleSc ribe the options focal point or cents of interest and
or fee Iings thaL each artist. has use the Lerm "main idea"
portrayed in these portraits. Teacher
wi I quid si session Lo include ways
thc arti 1ts used] colors, lines and
other sensory elemenLs to achieve
par Licular feelings in their' art. works.
student. will wriLa paragraphs. about
what maks them happy, sad, excited,
etc.4
______ -I-
students wi 1 1 write information about
sel f and family. Begin booklet "Read
Airnta . Display several
ripiroiuctiens irn the rnom show t
fami l ies. Road Lhe book People At
Home.
tntLlic U t book let.Student s wi I make t.tirmbprinits, study
the pi ints using a magnifying glass and
Lhei classify theni. After=ward, they
will make the print. into an imagyirtative
creature ..r obecL.Refer back to Grandma Moses work and
remind st-udents of the use of pattern
in their work. students will find ways
to use pattern and repetition in their
pictures.
COnt 17a1 r memory pi ct.urs c . Enu raige
students to mix colors.Continue memory pictures. Discuss ways
to draw attention to the main idea or
center oi interest. Contrast.ing values
and textures, directional lines,
details and intense color, and the
center of interest should be mentioned.tity trit cI-ic irti n; u. se i ..."then" nirtd Demonsi rate and instruct students in
,w"' eiici - awareness of g iwth lettering their name onto 12x1i paper
arnd change. Rewrite as a poem. so that letters vary in size and fi ll
the paper-. Leave a space for the poem
being writ t.en in the classroom.
LetLer s will be drawn in Lhick line,
block or cursive styles and filled wiLh
a di f f erent pat t.ern or des i gr . Medium
will be coated markers.
- / cipy pc n and glu ant. name design in Finish rrame design and add poem.
art class.
I):y S Visi ii tin artist . ( Fither a port ra i tate tha re art and poems with others in the
arL ist to talk about his/her work or a class.
theater per son to dc-monstrate how a
Ia can be trartsformed with make-up. )trr
iF 'i1
43rd Grader Matthew Rizkal's Name Design
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North Texas Institute for Educators on the Visual Arts. North Texas Institute for Educators on the Visual Arts newsletter, September 1991, periodical, September 1991; (https://texashistory.unt.edu/ark:/67531/metadc1051073/m1/3/?q=Lamar+University: accessed June 15, 2024), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu; crediting UNT Libraries Special Collections.